Identification as Gifted and Implicit Beliefs about Intelligence: An Examination of Potential Moderators

Autor/inn/en	Snyder, Kate E.; Barger, Michael M.; Wormington, Stephanie V.; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa
Titel	Identification as Gifted and Implicit Beliefs about Intelligence: An Examination of Potential Moderators
Quelle	In: Journal of Advanced Academics, 24 (2013) 4, S.242-258 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X13507971
Schlagwörter	Talent Identification; Academically Gifted; Intelligence; Academic Ability; College Entrance Examinations; Scores; Student Attitudes; Beliefs; Age Differences; College Freshmen; Student Surveys; Multiple Regression Analysis; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Intelligenz; Klugheit; Aufnahmeprüfung; Schülerverhalten; Belief; Glaube; Age; Difference; Age difference; Altersunterschied; Studienanfänger; Schülerbefragung
Abstract	The current study investigated whether the developmental timing of a student's identification as gifted (i.e., when a student is first identified) was associated with later implicit beliefs about intelligence, and whether this relation is moderated by academic ability. A sample of 1,743 high-ability college students reported on whether and when they had been identified as gifted, academic ability (SAT scores), and implicit beliefs of intelligence. Timing of identification was unrelated to implicit beliefs; academic ability was the only significant predictor. Higher ability students who had been previously identified as gifted at any point in time reported implicit beliefs more toward entity beliefs than relatively lower ability students who had also been identified; however, this effect was quite small. Implicit beliefs did not vary by ability level for nonidentified students. These findings suggest that identification as gifted at any age modestly (but not necessarily meaningfully) relates to implicit beliefs for high-ability students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10